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Thursday, 10 March 2016

Learning how to read requires
several complex accomplishments. Children face many challenges as they learn
how sounds are connected to print, as they develop fluency, and as they learn
to construct meaning from print.

We know from research that
reading is a language-based activity. Reading does not develop naturally, and
for many children, specific decoding, word recognition, and reading
comprehension skills must be taught directly and systematically. We have also
learned that children benefit significantly from being read to.

For
my inquiry I will be focusing on a group of children reading PM books at Red,
Level 3. These children are also my priority learners. I will be looking at the development of
reading comprehension skills, the development of phoneme awareness, phonics,
word recognition, reading fluency and getting them to read more frequently.